<p>Cyberbullying has become a significant behavioural and psychosocial challenge associated with social networking site use among university students. Although prior research recognises that cyberbullying affects individuals differently, limited empirical work has examined how gender shapes experiences, impacts, and coping strategies, particularly in Global South contexts. Grounded in stress–coping theory and gender-sensitive cyberpsychology perspectives, this study investigates gendered experiences of cyberbullying on Facebook among undergraduate students in Kenya. A convergent parallel mixed-methods design was employed, combining survey data from 3,020 students across 24 public and private universities with insights from 24 focus group discussions. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were thematically analysed to contextualise students’ lived experiences. Findings reveal that cyberbullying is widespread and distinctly gendered. Male students reported higher overall exposure, whereas female students experienced more relational and reputational forms, particularly shaming and cyberstalking. Female students also reported more severe psychological, social, and academic impacts, reflecting heightened appraisal of relational harm. In contrast, male students were more likely to experience impersonation and exposure and to downplay psychological distress. Coping strategies differed significantly: females favoured social support, counselling, and privacy-protection measures, while males relied more on avoidance, disengagement, or retaliatory responses, often perceived as less effective. The study demonstrates that cyberbullying is shaped by gendered socialisation processes and contextual factors within Kenyan higher education. It underscores the need for gender-responsive prevention and intervention strategies and contributes to a more nuanced understanding of cyberbullying in non-Western digital environments.</p>